Consecutive Education prepares university graduates to become educators.
New Program for 2015
The Queen’s Faculty of Education has taken a unique approach to meeting the new Ministry of Education requirement that Bachelor of Education be expanded to four semesters of course work and include a minimum of 80 days of classroom teaching experience.
Our new Consecutive Education program will be 4 successive terms, starting in May and ending in August the following year. Most other faculties of education will offer their program over 2 years, with typical fall and winter semesters.
The advantage of the Queen's program is that graduates are out into the job market one year early. The second factor that will make Queen's grads more marketable is that they will all graduate with a concentration.
- University graduates earn a second degree: Bachelor of Education.
- Approximately 200 Consecutive teacher candidates are selected to the program annually (excluding final year Concurrent Education students).
- For both Primary-Junior (K - Grade 6) and Intermediate-Senior (Grades 7 - 12).
- Teacher candidates complete 20 weeks of placements, including an alternative practicum that can be done outside a school setting and anywhere in the world as long as it is related to the program.
- The Elliott/Upitis/Bamji/Hajee Travel Fellowships support education-related travel outside Canada such as for alternative practicum placements.
- Students can apply to the Aboriginal Teacher Education, Artist in Community Education, Outdoor & Experiential Education and Technological Education programs.
For all information about program policies and course descriptions, see the Faculty of Education calendar. Program requirements and course descriptions for the 2015-16 program will be available in early 2015.
Candidates in the Intermediate-Senior program option choose two of the following subjects:
- Computer Studies
- Dramatic Arts
- French as a Second Language
- Music – Instrumental
- Music – Vocal
- Native Studies
- Science – Biology
- Science – Chemistry
- Science – Physics
- Visual Arts
Brief descriptions of the courses offered in the Consecutive program can be found in the Faculty of Education calendar. Course offerings and program requirements are subject to change each year.
Concentrations are offered to both Primary-Junior and Intermediate-Senior teacher candidates.
By combining a Focus course, an Educational Studies course, and the Alternative Practicum, teacher candidates can tailor their program to their interests and form a concentration in areas such as:
- Teaching in Business and Industry
- Teaching At-Risk Youth
- Educators Abroad
- Exceptional Learners
- Aboriginal Teacher Education
- Artist in Community Education
- Outdoor and Experiential Education
To do a concentration in Aboriginal Teacher Education, Artist in Community Education, or Outdoor & Experiential Education, candidates are required to apply through OUAC/TEAS. For more information, see How to Apply.
Regular Practicum placements mean that you will work alongside other education professionals in classrooms for 20 weeks: one component in the first summer (3 weeks); two components in the fall (3 weeks each); one component in the winter term (4 weeks) followed by an alternative practicum (3 weeks); and one component in the second summer (4 weeks).
The three-week Alternative Practicum offers an opportunity to gain experience in a concentration and placements are typically completed outside the public school system. You can do the Alternative Practicum anywhere in the world as long as it is related to your program. We also provide travel fellowships that can help you get there.
Many teacher candidates interested in teaching internationally take advantage of the opportunity to do the alternative practicum abroad. Previous candidates have acquired placements at, for instance, Kew Gardens in the UK, the DAH Theatre Research Centre in Belgrade, Marymount School in Paris, Canadian International School in Hong Kong, Graded School in Sao Paulo, and Hisar School in Turkey. Education Career Services has a large network of international schools and have been able to facilitate successful job searches for thousands of graduates.
Admission requirements are in the Queen's section of the Ontario Universities’ Application Centre Teacher Education Application Service (TEAS) Instruction Booklet. 2015-16 admission requirements and application instructions will be available the week of 15 September 2014.
- 2014-15 Teacher Education Application Service (TEAS) Requirements for Queen's
- 2014-15 Teacher Education Application Service (TEAS) Instruction Booklet
Selection of applicants is based on:
- meeting the admission requirements and/or recommendations;
- the number of spaces available in the option/teaching subject/program track requested;
- Practicum placement availability;
- the score from the Personal Statement of Experience; and
- the score based on the academic average and number of prerequisites and/or recommended courses.
The scores from “4” and “5” above have equal weight.
See also How to Apply.
For information regarding admission, please contact Student Services.
Admission Recommendations for Primary-Junior & Intermediate-Senior
Applicants are recommended to have:
- A minimum “B” average based on the grading scheme of the issuing postsecondary institution.
- One half‑year course in Developmental Psychology (or equivalent) or one full‑year course in Introductory Psychology (or equivalent).
- Completed a four‑year honours undergraduate degree (20 full‑year courses). Applicants with less than 20 full-year courses are recommended to take additional courses to add up to 20, as this can be an advantage for salary and advancement when teaching.
*Recommended courses provide a broader subject knowledge that will be helpful with a teaching career.
Unless otherwise specified, throughout the Admissions Policies, a “course” means a university‑level or second‑year CEGEP course.
“One full‑year course” means a full‑year course or its equivalent (e.g., two half‑year courses).
In addition to the above, it is recommended that Primary-Junior applicants complete a minimum of one half‑year course in any of the following six discipline areas. These six areas are incorporated in the content and pedagogy of Ontario Primary-Junior curriculum:
- The Arts (visual arts, music, drama, film studies, Shakespeare, children’s literature)
- Geography or Canadian History
- Health and/or Physical Education
- Please refer to the Teaching Subject Course Requirements (below) for the required and/or recommended courses for teaching subjects offered in the Queen’s Teacher Education program.
- It is recommended that applicants have a minimum “B” average in the courses that meet the teaching subject requirements.
- Five full‑year courses are required for the first teaching subject; three full‑year courses are required for the second teaching subject (four are required if Music is the second teaching subject). Completing some of the teaching subject courses from upper‑year course offerings at the university level is recommended. Consideration for offers of admission may be given at the discretion of Student Services.
- Each course taken in preparation for a teaching subject may be used only once towards either teaching subject (i.e., “double counting” is not acceptable).
- A maximum of one full‑year course will be accepted from outside the department of the teaching subject (refer to “Notes about postsecondary transcripts”, item iii. above).
Teaching Subject Requirements
No additional requirements.
- One full‑year practical studio course (acting or directing); and
- One half‑year course in theatre history (which may include any of the following components: performance in western and eastern theatre traditions from early classical eras to the end of the 19th century, a survey of production methods, and architecture).
- One half‑year course in theatre production (which may include any of the following components: stage management, scenery design, costumes, lighting and sound systems).
- One full‑year course with Canadian content in English literature or poetry; and
- One full‑year or a combination of two half‑year courses in any of the following:
- English literature
- Creative writing
An acceptable equivalent for the full‑year writing course would be one full‑year English course or equivalent that includes an exploration of writing in a variety of literary genres (e.g., poetry, drama, fiction and non‑fictional prose).
French as a Second Language
- One full‑year course with strong overall grammar review at a minimum second‑year level; and
- One full‑year comprehensive literature course; and
- One full‑year oral communication course.
- One half‑year course in Canadian geography (physical and/or human).
- Courses in Canadian geography, economic geography, geomatics (GIS/GPS), global development, ecosystems/ecozones.
- One full‑year survey course in Canadian History.
- Two or more of the following courses central to the History program taught in Ontario secondary schools:
- Modern European History
- American History
- Ancient & Medieval History
- World Politics
Courses from a department other than history may have sufficient history content to be counted toward full or partial course requirements.
- Courses beyond those in the core calculus/analysis stream.
A related course may be considered (up to a maximum of one full‑year course or equivalent) if the course has a math or statistics course listed as an exclusion; in these cases, calendar descriptions listing the exclusion must be sent to Student Services.
Music (Instrumental or Vocal)
Applicants may not select both Music – Instrumental and Music – Vocal as teaching subjects.
- A minimum of one full‑year university course in each of the following areas of music study:
- Music theory; and
- Music history; and
- Applied music; and
- Music education.
The music history course may include musicology, ethnomusicology and/or popular music. The applied music course is equivalent to a Grade 8 Conservatory certificate. Music Education courses may include courses in second instruments, conducting, music education methods and/or music technology.
No additional course requirements.
Science – Biology
- One full‑year course that has a major laboratory component, from a university biology department.
- Only one full‑year course in each of biochemistry and human biology will be accepted.
- Any or all of the following courses will be useful: cell biology, ecology, genetics, microbiology, plant and animal (invertebrate and vertebrate – including human) biology.
Science – Chemistry
- One full‑year course in introductory chemistry; and
- One half‑year course in organic chemistry.
Only one full‑year course in biochemistry will be accepted. Applicants with an undergraduate degree in engineering must specify the chemistry content of each course and supply calendar descriptions.
Science – Physics
- One full‑year, first‑year introductory physics; and
- One half‑year course in electricity & magnetism beyond first‑year introductory physics.
Applicants with an undergraduate degree in engineering must identify the physics content of each course, using mechanics, sound, optics, and electricity and magnetism as headings, supplemented by calendar descriptions, to indicate the physics content in any course not labelled as Physics.
- Two full‑year courses in comprehensive studio practice (including drawing and painting); and
- One full‑year survey course in art history.
- Studio practice in printmaking and/or three‑dimensional design.
Events and extracurricular activities provide teacher candidates with further opportunities to initiate and experience projects and develop their professional network. For further information about annual Faculty events and activities, see News & Events.
The Director of Student and Support Services (Faculty registrar) will inform the Registrar of the Ontario College of Teachers when a teacher candidate has successfully completed the program. Graduating teacher candidates who plan to teach in Ontario must formally register to become members of the College and be awarded the Certificate of Qualification and Registration as a teacher.
Given the different curriculum taught in each province, teacher candidates interested in teaching in other provinces need to ensure they have the requisite background to teach in that province.